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2020
- handle: 10670/1.dfrx9b
- hal: hal-04229281
- doi: 10.1080/02701367.2019.1657553
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info:eu-repo/semantics/altIdentifier/doi/10.1080/02701367.2019.1657553
Mots-clés
Verbal instructions expertise reversal effect redundancy effect cognitive load theory tactical instructionsSujets proches
Semeiotics Signs Symbolic representation Symbols Representation, Symbolic Learning process Skill Abilities Talent Aptitude Talents Proficiency Skills Scholarship LearningCiter ce document
Aïmen Khacharem et al., « Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols », HAL-SHS : sciences de l'éducation, ID : 10.1080/02701367.2019.1657553
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Résumé
Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols; and a redundant condition, in which both visual and verbal instructions were presented simultaneously. Method: In a 2 × 3 design, we asked basketball players with varied levels of skill (less-skilled, skilled) to rate their invested mental effort and to perform a recall test after learning from either the verbal, visual or redundant condition. Results: Results demonstrated that the less-skilled players benefited more from the redundant condition, whereas the skilled participants benefited more from the visual condition. Conclusion: Recommendations for improving instructional design techniques aimed at the transmission of tactical instructions in team games are proposed.